Analysis of Listening and Viewing Texts in the New Istanbul Turkish Language Teaching Textbook for Foreigners according to Goleman's Emotion Classification

This study aims to analyze the emotional content of the listening and video texts at the A1, A2, B1, B2, and C1 levels in the New Istanbul International Turkish Language Teaching Textbook for Foreigners, which is used in teaching Turkish to foreigners, according to Daniel Goleman's classification based on eight basic emotions. Since both qualitative and quantitative approaches were used in the research, a mixed-methods model was employed in this study. Using a mixed-methods model and document analysis, this study examined a total of 90 listening and 42 video texts in the textbook. The analysis revealed that approximately two-thirds of the total emotional expression identified in the texts belonged to positive emotions (47.49%). This finding indicates that the materials are generally designed in line with pedagogical goals and on a positive emotional basis. Among Goleman's basic emotions, the most dominant were surprise (38.57%), love (16.86%), and anger (13.94%). The high frequency of surprise indicates that the texts focus on arousing curiosity and advancing the plot. The findings reveal that the emotional states in the texts show significant variability according to language levels. While positive emotions remain dominant at the A1 and A2 levels (80%), the proportion of negative emotions increases sharply from the B1 level onwards, reaching 47% at the B2 and C1 levels. This systematic increase supports the textbook's aim of preparing students for more complex, realistic, and emotionally challenging communication scenarios at advanced levels.